LPS Sample Teacher Google Dashboard
This is a sample teacher Google dashboard used for LPS’s Navigate Math course. (LPS has since migrated much of this functionality online in partnership with Gooru.)
August 9, 2016
Craft Category: Artifacts
Visual Dashboards for Class Competitions at LPS Richmond
Sophia Thomas, teacher, explains how the class developed visual dashboards to show individual and team progress against goals in order to engage students, celebrate growth, and stay on pace.
Transcript: Sophia Thomas: Purple is in the moment on that particular day. It’s just to give you a sense of how productive you are being as a team during that time. There’s something around the positive competitive atmosphere that exists that really pushes kids to be a little bit more motivated and a little bit more engaged with what they’re doing. We started with the team idea in the first semester but we built the dashboard. I was trying to track stuff on the wall and just trying to do it manually. The moment we made this digital where they could see a visual, it transformed the energy of what was happening in the classroom.
August 9, 2016
Class Competitions at LPS Richmond
Sophia Thomas, teacher, explains how class competitions are used to motivate students.
Transcript: Sophia Thomas: I can set competitions for however long I choose. I started out with two week competitions. Then I switched to three week competitions. On a daily basis to earn points for your team, whenever you complete an assignment, on your dashboard you have to indicate complete. You have to put the score in, whatever score you’re self-reporting. This is how much I got. You’ve got to put that in. You’ve also got to select the date. Every time you do that in one day you add a point to your team. That extends to homework too.
August 9, 2016
Screenshot of LPS Mental Math Data
LPS students complete mental math exercises at the beginning of class. This is a sample of student data that teachers can review for each student, showing the number of attempts a student makes, how much they improve from one mental math session to the next, and their overall best score. A rubric is also provided to show how each score is ranked.
August 9, 2016
Screen Shot of LPS Mental Math Log (data sheet)
This is a screenshot of the log students complete at the end of mental math problems.
August 9, 2016
Common Launch Planning at LPS
Common Launch Planning at LPS
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
August 9, 2016
Academic Numeracy (Navigate Math) Teacher Job Description
This is a sample job description for an Academic Numeracy teacher at LPS.
August 9, 2016
Roots Report Card
Roots report cards show each student their current progress and growth towards goals. Ket data points include:
- Yearly growth goal
- Previous assessed level
- Current assessed level
- Goal for their next assessment
August 9, 2016
Teacher Discusses Students Moving Beyond Grade Level at Roots
Roots teacher, Lecksy Wolk, explains the school’s philosophy for letting students move with mastery across grade levels rather than seat-time.
Transcript: Lecksy Wolk: We move them to the next grade. So ST Math doesn’t necessarily recommend that, because they want kids – usually once you’ve hit the end of ST Math, that’s like the end of your grade and you’ve done it. For us, it’s like okay, so now you can do second grade math. Like, just because you’re in first grade, there’s no reason that you can’t be doing second grade math? And a kindergartner that’s moved up to first grade? Or a first grader that’s moved up to second grade is probably in one of our higher groups getting first or second grade instruction already.
August 9, 2016
Roots Executive Director Provides an Overview of Micro-Standards
Roots ED and Founder, Jonathan Hanover, provides an overview of how the school has broken Common Core State Standards into micro-objectives to deeply diagnose needs as well as understand student mastery progressions.
Transcript: Jon Hanover: across all of our content areas, a level three corresponds with the end of your kindergarten; a level six with the end of your first; a level nine with the end of your second. And what that enables us to do is have more kind of steps along the way to Common Core, as opposed to just grade level and then grade level. And so, we built out our own standards that have, for each strand, kind of what mastery looks like at each level building up to level three, then corresponding with Common Core, end of your kindergarten and level six corresponding with first grade. So, kind of smaller standards along the way to get to the end of your – it’s been great. I think it enables you to do – just get a much clearer picture about exactly what kids know and what they don’t. And like, you know, the way I taught, where we would have our end-of-year kindergarten summative of assessment that would cover all kindergarten standards, and then you’d have a – you know, in fall, and around winter, and around the spring, and right that in some ways, those were built like little steps to get to the end of your year. But, what you do is you’d give the test to all of your kindergartners regardless of what level they were at, and you’d say okay, this scholar got a 50 percent, this scholar got a 95 percent. Well, like, if a scholar got a 95 percent, that doesn’t tell you anything about what they’re actually capable of, or what they don’t know yet, right? And if a scholar got a 50 percent, that also doesn’t really tell you much what they know and what they’re capable of. It just tells you that they didn’t get this, right? So, you know, by having the kind of leveled assessments as opposed to seat time-based assessments, what that does is, for every scholar, we know exactly what they know and exactly what they don’t know yet to get to the next level.
August 9, 2016